This is based on a true story...
Today I almost quit my job. Frustration had gotten me to the point where I just couldn't see a better way. As I was driving to work I had already in my mind walked through the process. I was gonna walk in my Chairperson's office, begin to tell how much I did not understand why we have so many demands on the music department with so little support outline all of my efforts and show him how much attempts I have made to improve the program, living up to their expectations and end it all with the words..."I QUIT!" Then I heard myself in rehearsal telling one of my students who struggles with their instrument and keeping up not to quit. I thought about how many rehearsals I have had with a hand full of students...but the same students everyday. I thought about my own kids, how I moved here to be a better provider for them and to be a living example of persistence, focus and strength. I thought about all those who told me I couldn't do it I wasn't good enough hair too long credentials not strong..i thought about each of my students who come to me in need of advice, counseling or just a word of encouragement. I thought about how no matter who they are...no one can do my job like me. I thought about all those nights praying for my chance to show my blessings my calling and be the example people needed to see to know that faith and prayer works. and ...the words couldn't come out. I could not imagine ME giving up, walking away just cause it seemed impossible. For a moment I felt like a superhero! I was renewed and optimistic again. I felt like it was my first day on the job. My focus became clearer, now I wanted to try again to re-direct myself and try a different approach. Determined to make this work the way my vision has seen it.
Some time after this day, I received a disturbing notice. My contract would not be renewed. then I thought...well, at least I didn't quit.
Monday, December 12, 2016
Wednesday, June 26, 2013
7 marks of Excellent Music Programs
Integrity in education, specifically music is becoming an outdated concept. As a music educator I've noticed how principles in music seem to have been abandoned. Most directors teach for the "moment" as opposed to teaching for the duration. Students understand a song, but not music and what's worse is the pressure to produce a performing "product" placed by schools on the director who often times have no other option but to prepare students based on little educational principles, if any at all. That old African proverb; "Give a man a fish and he'll eat for a day, TEACH a man to fish and he will eat forever.." is very true and relevant here. If we only give our students a song...without correct fundamental knowledge then they will only be able to play one song. However if we teach our students to READ and APPRECIATE the artistry in music then they will play and appreciate music forever. Therefore Give a student a song, and they'll play for a day. TEACH them to read music, and they'll play forever.I am thankful for each of my music teachers. They stressed the importance of being musical capable on my instrument as well as being knowledgeable in my craft.
If we were to study noteworthy music programs we will find that they all possess basic fundamental characteristics within the educational philosophy of the director or program itself which makes them sustain over the test of time. When discussing the topic of "how to build a successful music program" we must realize that director-stability is a major factor. Therefore the following is given with that consideration obtained. The overall goal of this observation is to bring emphasis on how to begin to re-establish or enhance the musical integrity of any music/band program.
1. The ways in which it honors Traditions, Values and Etiquette, both its own and those of the craft in general. The Marching Band has its beginnings in the military and later evolved to the various communities to serve the public entertainment interests, as well as a method of establishing discipline in individuals. A music program which does not respect the "core values" of the organized band traditions of discipline, honor, musicality, etc..,lacks in its appeal to the general public and most times only have a limited appeal to a select audience.
2. The ability of the group to take and follow orders and directions. The Director is the General of any Marching Band or music program therefore all directives, visions and goals is his/her responsibility. Programs with weak director leadership suffer from growth and leaves the management of the organization to members who do not possess the knowledge and skills necessary to lead the organization. Too many "Chiefs" and no "Indians' often result in short lived programs where students become more respected than the director. This practice of student leadership although necessary should be practiced with caution. Members must be taught to respect the "chain of command" set by the director and not on popularity within the group.
3. The individual discipline of each member. As a para-military organization the marching band is the training ground for development of leaders. An important aspect in becoming a leader is knowing your position within the team/organization. Too often marching band programs suffer because of this lack within its members to discipline themselves with respect to their positions. Members should consistently strive for the highest in musical aptitude. Those who do not will decrease the overall musical output of the organization in general and ruin its "musical traditions" overall.
4. Its response to criticism and praise. Programs with trophies and awards adorning their walls is only a small indicator its accomplishments. What is the need for trophies from 5 years ago to show how well a program performs in the present day? A great performance should be followed by an even greater performance. As well as a not so great performance, the goal should be to better the next. Programs where there is consistent bragging and boasting of its accomplishments may be attempting to misdirect attention to its short comings within the organization. There is always room for improvement and directors should be aware of when to praise and criticize the organization.Too much praise and kill the pursuit of excellence within your members and too much criticism you destroy moral and growth.
5. Its practice and work ethics. Its been said practice doesn't make perfect but perfect practice makes perfect. If the hours spent in rehearsal and or practice does not produce a superior product, there needs to be an evaluation of the time concept. PRACTICE is individual responsibility REHEARSAL is a group commitment. The more well-practiced or prepared a student is BEFORE rehearsal the less time spent. Band rehearsal (practice as we know it) should not be a death sentence to students. It is the overall objective of the organization to develop excellence within all members to maximize performances. Consequently it is the responsibility of the members to be in position to obtain those goals by being prepared to learn.
6. Its attention to detail. In performances the smaller the element the greater its emphasis should be. This goes for attitudes, musical dynamics, articulations, marching, uniform, horn carry etc...Programs which focus on the small elements are most often successful in performances and audience appeal.
7. The expectations of new members into the organization. Programs should reflect its members' expectations. New members are an excellent way to gage this element by observing how they react to what should be a new methodology and expectations placed on them. A new member who is rebellious is more than likely a sign of low expectancy on his/her part and their acting out is a way for them to transmit this. A new member who is cooperative and meets most requirements should not be overlooked but challenged and given opportunity to advance within its ranks of the program. New members are the most important aspect of any organization. Programs do not grow, traditions are not established and philosophies are not groomed without them. When new members have a high expectancy of the organization they approach it with respect and honor and constantly work towards reaching theirs as well as the programs' requirements without question or convincing.
If we were to study noteworthy music programs we will find that they all possess basic fundamental characteristics within the educational philosophy of the director or program itself which makes them sustain over the test of time. When discussing the topic of "how to build a successful music program" we must realize that director-stability is a major factor. Therefore the following is given with that consideration obtained. The overall goal of this observation is to bring emphasis on how to begin to re-establish or enhance the musical integrity of any music/band program.
The 7 marks of Excellent Music Programs
1. The ways in which it honors Traditions, Values and Etiquette, both its own and those of the craft in general. The Marching Band has its beginnings in the military and later evolved to the various communities to serve the public entertainment interests, as well as a method of establishing discipline in individuals. A music program which does not respect the "core values" of the organized band traditions of discipline, honor, musicality, etc..,lacks in its appeal to the general public and most times only have a limited appeal to a select audience.
2. The ability of the group to take and follow orders and directions. The Director is the General of any Marching Band or music program therefore all directives, visions and goals is his/her responsibility. Programs with weak director leadership suffer from growth and leaves the management of the organization to members who do not possess the knowledge and skills necessary to lead the organization. Too many "Chiefs" and no "Indians' often result in short lived programs where students become more respected than the director. This practice of student leadership although necessary should be practiced with caution. Members must be taught to respect the "chain of command" set by the director and not on popularity within the group.
3. The individual discipline of each member. As a para-military organization the marching band is the training ground for development of leaders. An important aspect in becoming a leader is knowing your position within the team/organization. Too often marching band programs suffer because of this lack within its members to discipline themselves with respect to their positions. Members should consistently strive for the highest in musical aptitude. Those who do not will decrease the overall musical output of the organization in general and ruin its "musical traditions" overall.
4. Its response to criticism and praise. Programs with trophies and awards adorning their walls is only a small indicator its accomplishments. What is the need for trophies from 5 years ago to show how well a program performs in the present day? A great performance should be followed by an even greater performance. As well as a not so great performance, the goal should be to better the next. Programs where there is consistent bragging and boasting of its accomplishments may be attempting to misdirect attention to its short comings within the organization. There is always room for improvement and directors should be aware of when to praise and criticize the organization.Too much praise and kill the pursuit of excellence within your members and too much criticism you destroy moral and growth.
5. Its practice and work ethics. Its been said practice doesn't make perfect but perfect practice makes perfect. If the hours spent in rehearsal and or practice does not produce a superior product, there needs to be an evaluation of the time concept. PRACTICE is individual responsibility REHEARSAL is a group commitment. The more well-practiced or prepared a student is BEFORE rehearsal the less time spent. Band rehearsal (practice as we know it) should not be a death sentence to students. It is the overall objective of the organization to develop excellence within all members to maximize performances. Consequently it is the responsibility of the members to be in position to obtain those goals by being prepared to learn.
6. Its attention to detail. In performances the smaller the element the greater its emphasis should be. This goes for attitudes, musical dynamics, articulations, marching, uniform, horn carry etc...Programs which focus on the small elements are most often successful in performances and audience appeal.
7. The expectations of new members into the organization. Programs should reflect its members' expectations. New members are an excellent way to gage this element by observing how they react to what should be a new methodology and expectations placed on them. A new member who is rebellious is more than likely a sign of low expectancy on his/her part and their acting out is a way for them to transmit this. A new member who is cooperative and meets most requirements should not be overlooked but challenged and given opportunity to advance within its ranks of the program. New members are the most important aspect of any organization. Programs do not grow, traditions are not established and philosophies are not groomed without them. When new members have a high expectancy of the organization they approach it with respect and honor and constantly work towards reaching theirs as well as the programs' requirements without question or convincing.
Tuesday, February 26, 2013
Music Mentor Program
In honor of Oklahoma's Music Educators' Hall of Fame inductee and pioneer music educator, The Zelia Breaux Music Mentor Program is established (family approval pending) in her honor. This program will be hosted at Marcus Garvey Leadership Charter School in Oklahoma City and will be the offspring to what I hope to be an artistic catalyst for developing musical talents in the state.
The Zelia Breaux Music Mentor Program will accomplish two primary
goals; Musical development and Character development in all participants.
This will be a 9 month program. Sessions will take place in
10 week increments and new students enrolled at the conclusion of the 10 week
period. The program will enroll both inner city and rural area students who may
or may not have prior musical training, and serve as a deterrent to delinquent
behaviors. It will actively involve students in musical, social and cultural
development while encouraging academic success and positive self-image. It will
regularly improve community relationships within participants by conducting community
improvement efforts through independent projects and partnerships. Additionally program
will showcase the artistic development of individuals and groups upon the
conclusion of each session and when possible various performances and
appearances. Initial target enrollment is 20-40 students. The designated
coordinator is Larry Birden Jr, Instructor of music and Director of Bands at
Langston University. Langston University is not affiliated with this activity.
Components of the program are as
follows:
·
Mentoring; provide interactions with each
student to improve or enhance positive character development social
responsibility and discipline.
·
Reading; each student will be required to read
select literature throughout the course of the year and maintain a journal
which documents experiences.
·
Music; each student will be trained on
instrument of choice. However quantity of each will vary.
·
Field trips; field trips will occur
approximately 3 times per 10 week session. Field trips are optional and must be
paid for by participant. Price will include transportation, admission if
applicable and meal.
·
Performances (recitals); Culminating performance
will take place upon the conclusion of 10 week sessions. Special group
performances anticipated.
·
Community service projects; Students will
participate in a minimum of 1 community service project(s) as scheduled per 10
week session.
Wednesday, July 25, 2012
Its not about a SALARY..Its all about REALITY. My philosophy of Education.
My philosophy and overall approach to music education is deeply rooted in comprehensive concepts based on the philosophy that all aspects of music study is integrated and related. My students are involved in learning the elements of music through participatory experiences as performers, listeners and composers. Educational activities require from each student; involvement, personal interaction, discovery and interpretation of music of all times, places and cultures. This helps to create independent learners and musicians. Students have the responsibility to gain knowledge and develop a capacity to express and formulate their own musical judgments. However I support the belief that music education and its affect upon students depends upon the teacher. Ultimately, what a teacher knows and can do is the determining factor in what students learn. As an educator, I believe I am my pupils’ best resource for information, therefore I cannot allow opinions and beliefs to interfere with what my students should learn and gain from study. I must continuously seek to enhance myself, both culturally as well as professionally in order to benefit the students that I am responsible to. Teachers should know the students they teach, not just personally but culturally and socially and be able to identify with them as well as demonstrate how music can overcome cultural and social gaps within our society. My overall success in the classroom is achieved due to the acquired understanding of myself and confidence in my capabilities.
This is a direct result of the type of instruction I received as a student. Therefore I place high importance in designing lessons and experiences which will allow students to obtain a concrete understanding of basic fundamental musical concepts.
I understand that educators in music have a tremendous responsibility to produce results in students which warrant merit and support schools and school systems. Extracurricular music programs should be constructed to teach and enforce the desired characteristics which are in coordination with the school’s objectives and community expectations. As a Band Director, I strive to incorporate the concepts of leadership and individual responsibility as well as group responsibility throughout. If structured properly a music program such as marching band can be used to deter delinquent behaviors in students. The modern marching band has its origins in the military and can impart the values of self discipline, respect honor and service. Therefore, I do not always seek the selection or recruiting of the "best" students for entry or selection into a program. A student’s level of playing ability is not my focus when they enter into the organization or even a factor in determining if they will be allowed participation. What matters is their desire to be involved and make a difference in their lives. My overall concern is the progress and experiences they gain as they become more active and eventually complete the program. Just as any regular academic teacher is expected to impart knowledge in their students based on the subject, regardless of their initial understanding, behavior or willingness, I too am responsible for imparting the same type of knowledge of music content into my students and demonstrating its relevance in their lives and career. This task gets more and more difficult as we move toward this highly technological, fast, multicultural, and resourceful society. Music and Art education is often not a high priority for our time conscious world. Therefore it is imperative that technology trends and their usage in instructional methods be a high priority for music educators. These technological improvements should not be used in such a way as to "replace" the teacher or to justify a lack of importance in the learning of music, rather it be utilized to enhance and supplement the teacher and learners’ experiences. Technology in the music classroom is essential to the overall development of students understanding of their subject matter and an excellent tool for teachers to deliver and exchange information.
I want to always gain from teaching a sense of doing that which matters and makes a difference in the lives of my students, their families and their community. To be most beneficial to them I must be trusted by my students. Trusted teachers are often successful teachers capable of reshaping lives, guiding goals, and providing opportunities for all students to be successful in learning. As an artist and educator, I believe that everyone has a right to an artistic education. I consider myself to be an advocate of arts programs and actively support artists in all mediums of expression. I believe that a well structured school is one with a highly visible, supported and utilized music and art program. Music educators have the task of balancing their curriculums and instruction to include both engaging and exciting lessons as well as meaningful relevant and resourceful activities which separates effective music programs from the non effective. Overall I believe an educator should be un-biased and have the intention of stimulating in students the process of how to learn as opposed to planting and programming students’ thoughts which can of be of discouragement to individuality and exploration. I recognize that I have the capacity to influence not only my student’s way of learning but also their philosophy of learning and their approach to the entire educational concept of self expression and individual growth.
This is a direct result of the type of instruction I received as a student. Therefore I place high importance in designing lessons and experiences which will allow students to obtain a concrete understanding of basic fundamental musical concepts.
I understand that educators in music have a tremendous responsibility to produce results in students which warrant merit and support schools and school systems. Extracurricular music programs should be constructed to teach and enforce the desired characteristics which are in coordination with the school’s objectives and community expectations. As a Band Director, I strive to incorporate the concepts of leadership and individual responsibility as well as group responsibility throughout. If structured properly a music program such as marching band can be used to deter delinquent behaviors in students. The modern marching band has its origins in the military and can impart the values of self discipline, respect honor and service. Therefore, I do not always seek the selection or recruiting of the "best" students for entry or selection into a program. A student’s level of playing ability is not my focus when they enter into the organization or even a factor in determining if they will be allowed participation. What matters is their desire to be involved and make a difference in their lives. My overall concern is the progress and experiences they gain as they become more active and eventually complete the program. Just as any regular academic teacher is expected to impart knowledge in their students based on the subject, regardless of their initial understanding, behavior or willingness, I too am responsible for imparting the same type of knowledge of music content into my students and demonstrating its relevance in their lives and career. This task gets more and more difficult as we move toward this highly technological, fast, multicultural, and resourceful society. Music and Art education is often not a high priority for our time conscious world. Therefore it is imperative that technology trends and their usage in instructional methods be a high priority for music educators. These technological improvements should not be used in such a way as to "replace" the teacher or to justify a lack of importance in the learning of music, rather it be utilized to enhance and supplement the teacher and learners’ experiences. Technology in the music classroom is essential to the overall development of students understanding of their subject matter and an excellent tool for teachers to deliver and exchange information.
I want to always gain from teaching a sense of doing that which matters and makes a difference in the lives of my students, their families and their community. To be most beneficial to them I must be trusted by my students. Trusted teachers are often successful teachers capable of reshaping lives, guiding goals, and providing opportunities for all students to be successful in learning. As an artist and educator, I believe that everyone has a right to an artistic education. I consider myself to be an advocate of arts programs and actively support artists in all mediums of expression. I believe that a well structured school is one with a highly visible, supported and utilized music and art program. Music educators have the task of balancing their curriculums and instruction to include both engaging and exciting lessons as well as meaningful relevant and resourceful activities which separates effective music programs from the non effective. Overall I believe an educator should be un-biased and have the intention of stimulating in students the process of how to learn as opposed to planting and programming students’ thoughts which can of be of discouragement to individuality and exploration. I recognize that I have the capacity to influence not only my student’s way of learning but also their philosophy of learning and their approach to the entire educational concept of self expression and individual growth.
"who gets richer the king or the teacher? It’s not about a salary, it’s all about reality. Teachers teach, and do the world good. Kings, just rule and most are never understood. If you were to rule, or govern a certain industry, all outside this room right now would be in misery. No one would get along nor sing a song, ‘cause everyone would be singing (only) for the King… am I wrong?" Hip Hop artist KRS-One.
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